基于“言文结合”的初中文言文教学课例研究

发布时间：2018-05-18 13:25

本文选题：文言文教学 + 言文结合　；参考：《上海师范大学》2017年硕士论文

【摘要】：文言文是中华文化的源流和根脉。文言文教学是中学语文教学的重点。一直以来我们倡导要在文言文教学中实现“言文结合”,却一直未真正实现。“言”“文”就像是文言文教学中的左右手,相辅相成,密不可分。“言文结合”并不是简单的两者相加,而是要寻找到“言”与“文”两者之间的关系和规律。本文从教学实际出发,在论文第一部分对于现今初中文言文教学现状进行调查,同时对于“言文结合”在文言文教学中的实际情况做进一步的调查研究,分析得出现今初中的文言文教学中对于“言文结合”的错误认识,并进行归因,得出问题产生的原因主要来缘于教学思想出现偏差和教学内容的不尽合理。第二部分,重点研究“言文结合”教学的价值。研究分析出文言文的主要文体分类为韵文和散文两大类。其中散文又可分为:史传文、论说文、语录体、山水游记文、人事杂记文和应用文六类。通过研究各文体在教材中的分布情况,挖掘每种文体的教学内容,发现“言文结合”不仅要处理好“言”“文”两者关系,还要考虑到每篇文章的文体教学特点。第三部分,也是本文的主体部分,选取了具有代表性的教学课例,对于初中教材中所占比重最大的四类文体进行具体的课例研究。课例研究的重点和创新点在于过程中侧重于教师如何结合文体特点,如何在教学设计和教学过程中体现“言文结合”,最后分类得出相关结论:论说文教学中要通过文章语言表达来理解作者所论说的观点;语录体教学中可以在对话情境中“身临其境”地学习言语词汇;山水游记教学中要通过情景交融的描写来感知作者的情感世界;人事杂记文教学中可通过语言的表达和细微的变化中理解人物形象和理清叙事脉络。希望通过本文的研究对初中的文言文教学能够真正实现“言文结合”提供帮助和借鉴。
[Abstract]:Classical Chinese is the source and root of Chinese culture. Classical Chinese teaching is the focus of middle school Chinese teaching. We always advocate to realize the combination of speech and text in the teaching of classical Chinese, but we have never really realized it. "Yan" and "Wen" are like the left and right hand in classical Chinese teaching, which complement each other and are inseparable. "combination of speech and text" is not a simple sum of two, but to find out the relationship between "speech" and "text". In the first part of the thesis, the author investigates the present situation of classical Chinese teaching in junior high school, and makes a further investigation and research on the actual situation of "combination of words and articles" in classical Chinese teaching. It is concluded that in the teaching of classical Chinese in junior high school, the misunderstandings of "combination of words and texts" and the attribution of the problem are mainly due to the deviation of teaching thought and the unreasonable teaching content. The second part focuses on the teaching value of the combination of speech and text. The main stylistic classification of classical Chinese is divided into two categories: verse and prose. Among them, prose can be divided into six categories: historical biography, argumentation, quotation, landscape travel notes, personnel essays and practical articles. By studying the distribution of each style in the textbook and digging out the teaching contents of each style, it is found that the combination of speech and text should not only deal with the relationship between the two, but also take into account the characteristics of each article's stylistic teaching. The third part, also is the main part of this article, has selected the representative teaching lesson example, has carried on the concrete lesson case research to the four kinds of styles which occupy the biggest proportion in the junior middle school teaching material. The emphasis and innovation of the case study lies in how teachers combine stylistic features and how to embody the combination of words and texts in the course of teaching design and teaching. Finally, the relevant conclusions are drawn as follows: in the teaching of Shuo Wen, we should understand the author's point of view by expressing the language in the article, and we can learn the speech vocabulary in the context of dialogue in the teaching of quotations. In the teaching of traveling notes of mountains and rivers, the author's emotional world should be perceived through the description of the mixture of feelings and scenery; in the teaching of personal notes, the characters' image and narrative context can be understood through language expression and subtle changes. It is hoped that through the research of this paper, the teaching of classical Chinese in junior high school can truly realize the combination of speech and text.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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